Browse
Submit Data
Databases
API
Help

Dataset Information

9 Views

0 Connections

0 Citations

0 Reanalyses

0 Downloads

Omics score: 0

Integrating competency-based education with a case-based or problem-based learning approach in online health sciences

ABSTRACT: In the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant competencies and skills. In response, a growing number of higher educational institutions is introducing competency-based education. This is particularly true for health science programs, which have a tradition of applying a case-based or problem-based learning approach. The effort to merge a problem- or case-based online learning approach with competency-based education offers various opportunities, while facing numerous challenges. To support these efforts, this paper aims at identifying suitable practices, as well as challenges for online course design and online learning activities for higher education health science programs, when integrating competency-based education with an online problem-based and/or case-based learning approach. It found various opportunities for online learning activities that support competency-based education, problem-based learning and case-based learning, whereas challenges relate to logistics, administration, and the affordances of an LMS. Electronic supplementary material The online version of this article (10.1007/s12564-020-09658-6) contains supplementary material, which is available to authorized users.

SUBMITTER: Sistermans I

PROVIDER: S-EPMC7672406 | biostudies-literature | 2020 Nov

REPOSITORIES: biostudies-literature

ACCESS DATA

Json Xml

Similar Datasets

Enhancing Thai student-teacher problem-solving skills and academic achievement through a blended problem-based learning approach in online flipped classrooms.

Project description:The study aimed to develop a learning model that enhances Thai student-teacher problem-solving skills (PSS) and academic achievement (AA) through a blended problem-based learning (PBL) approach in online flipped classrooms. Phase 1 consisted of the design of the Flipped PARSER (problem-attempt-research-solutions-evaluation-reflect) Model (FPM) through the study of documentation and research. Phase 2 involved using nine experts to assist with the model's development and evaluation using in-depth interviews and content analysis. Phase 3 involved the application and use of the FPM by 30 student-teachers, from which their AA, PSS, and satisfaction were evaluated against the control group of 31 participants. The results from the nine experts' input on the FPM design were significant. Instructor activities included selecting content, media, materials, and their design and development. Other components included learning activities, tools, lesson delivery, and evaluation. Also, PBL methods were again confirmed as an instrumental pedagogy in teaching PSS. When combined with online learning and flipped classrooms, the study's results were higher than those using traditional classroom methods. The study contributes to the literature by determining that online teaching models effectively teach PSS and raise AA scores.

| S-EPMC11004652 | biostudies-literature

NIBLSE: A Network for Integrating Bioinformatics into Life Sciences Education.

Project description: Not available

| S-EPMC4710410 | biostudies-literature

Integrative medicine in residency education: developing competency through online curriculum training.

Project description:The Integrative Medicine in Residency (IMR) program, a 200-hour Internet-based, collaborative educational initiative was implemented in 8 family medicine residency programs and has shown a potential to serve as a national model for incorporating training in integrative/complementary/alternative medicine in graduate medical education.The curriculum content was designed based on a needs assessment and a set of competencies for graduate medical education developed following the Accreditation Council for Graduate Medical Education outcome project guidelines. The content was delivered through distributed online learning and included onsite activities. A modular format allowed for a flexible implementation in different residency settings.TO ASSESS THE FEASIBILITY OF IMPLEMENTING THE CURRICULUM, A MULTIMODAL EVALUATION WAS UTILIZED, INCLUDING: (1) residents' evaluation of the curriculum; (2) residents' competencies evaluation through medical knowledge testing, self-assessment, direct observations, and reflections; and (3) residents' wellness and well-being through behavioral assessments.The class of 2011 (n = 61) had a high rate of curriculum completion in the first and second year (98.7% and 84.2%) and course evaluations on meeting objectives, clinical utility, and functioning of the technology were highly rated. There was a statistically significant improvement in medical knowledge test scores for questions aligned with content for both the PGY-1 and PGY-2 courses.The IMR program is an advance in the national effort to make training in integrative medicine available to physicians on a broad scale and is a success in terms of online education. Evaluation suggests that this program is feasible for implementation and acceptable to residents despite the many pressures of residency.

| S-EPMC3312539 | biostudies-other

Problem-based learning in pharmaceutical education: a systematic review and meta-analysis.

Project description:OBJECTIVE: To assess the effects of problem-based learning (PBL) on the learning achievements of pharmacy students. METHODS: We searched for controlled studies that compared PBL to traditional learning in pharmacy courses (graduate and undergraduate) in the major literature databases up to January 2014. Two independent researchers selected the studies, extracted the data, and assessed the quality of the studies. Meta-analyses of the outcomes were performed using a random effects model. RESULTS: From 1,988 retrieved records, five were included in present review. The studies assessed students' impressions about the PBL method and compared student grades on the midterm and final examinations. PBL students performed better on midterm examinations (odds ratio [OR] = 1.46; confidence interval [IC] 95%: 1.16, 1.89) and final examinations (OR = 1.60; IC 95%: 1.06, 2.43) compared with students in the traditional learning groups. No difference was found between the groups in the subjective evaluations. CONCLUSION: pharmacy students' knowledge was improved by the PBL method. Pharmaceutical education courses should consider implementing PBL.

| S-EPMC3950357 | biostudies-other

The effects of problem-based learning during medical school on physician competency: a systematic review.

Project description:BackgroundSystematic reviews on the effects of problem-based learning have been limited to knowledge competency either during medical school or postgraduate training. We conducted a systematic review of evidence of the effects that problem-based learning during medical school had on physician competencies after graduation.MethodsWe searched MEDLINE, EMBASE, CINAHL, PsycINFO, Cochrane Databases, and the tables of contents of 5 major medical education journals from earliest available date through Oct. 31, 2006. We included studies in our review if they met the following criteria: problem-based learning was a teaching method in medical school, physician competencies were assessed after graduation and a control group of graduates of traditional curricula was used. We developed a scoring system to assess the quality of the studies, categorized competencies into 8 thematic dimensions and used a second system to determine the level of evidence for each competency assessed.ResultsOur search yielded 102 articles, of which 15 met inclusion criteria after full text review. Only 13 studies entered final systematic analysis because 2 studies reported their findings in 2 articles. According to self-assessments, 8 of 37 competencies had strong evidence in support of problem-based learning. Observed assessments had 7 competencies with strong evidence. In both groups, most of these competencies were in the social and cognitive dimensions. Only 4 competencies had moderate to strong levels of evidence in support of problem-based learning for both self-and observed assessments: coping with uncertainty (strong), appreciation of legal and ethical aspects of health care (strong), communication skills (moderate and strong respectively) and self-directed continuing learning (moderate).InterpretationProblem-based learning during medical school has positive effects on physician competency after graduation, mainly in social and cognitive dimensions.

| S-EPMC2151117 | biostudies-literature

Online Problem-Based Learning Intervention on Self-Directed Learning and Problem-Solving through Group Work: A Waitlist Controlled Trial.

Project description:Small group work embraces independent study and interactive learning, which enhance knowledge acquisition and skills. Self-directed learning (SDL) and problem-solving (PS) are essential skills in the development of the nursing profession. During the coronavirus pandemic, virtual learning was indispensable. However, little is known about how students develop SDL and PS abilities through online learning through group work. To evaluate the effects of the online intervention on SDL and PS abilities through interactive group work. A randomised waitlist-control trial was carried out. A structured intervention using problem-based learning (PBL) as a guideline was used to direct student learning in small group work. Assessments were scheduled at Time 0 (baseline), Time 1 (8th week), Time 2 (16th week), and Time 3 (28th week). The mean student age was 21.45 (SD = 0.86). About 78% of students were female. There was no significant difference in demographic characteristics and analysis at the baseline. Students in the intervention group reported greater improvement in the SDLRS and PSI at the 8th week, whereas those in the waitlist control group reported greater improvement in the SDLRS and PSI at the 16th week. Sustained effects in the SDLRS and PSI were observed in both the intervention and waitlist control groups at the 16th and 28th weeks, respectively. A repeated-measure analysis was performed to compare the SDLRS and PSI in different periods and revealed statistically significant results (p < 0.001) in all subscales of SDLRS and PSI in the four study periods. The guidelines appear to be an effective treatment for SDL and PS ability enhancement with sustainable effects through interactive group work. The guidelines with explicit instructions and learning objectives provide directions and guidance to students to learn more effectively. The educator plays a vital role in facilitating the students' SDL and PS ability improvement.

| S-EPMC8775567 | biostudies-literature

Implementing team-based learning in the life sciences: A case study in an online introductory level evolution and biodiversity course.

Project description:Team-Based Learning (TBL) is a pedagogical tool that has great potential to develop student engagement, accountability, and equity in the online classroom. TBL is rooted in evidence-based educational theories and practices that underlie many active learning approaches such as self-testing, team discussion, and application of knowledge. The use of these approaches is associated with better student performance, retention, and sense of belonging in the classroom, aspects that are often reported to be especially lacking in online courses. Here, we describe how we implemented TBL in a face-to-face and an online introductory level evolution and biodiversity course. We implemented TBL in the face-to-face course (~200 students) starting in 2018 and in the online course (~30 students) starting in the summer of 2019. We used several online applications to facilitate the transition to an online platform such as Simbio, Slack, VoiceThread, Articulate 360, and Teammates. Our experiences using TBL approaches in the online course have been rewarding, and students are engaged and accountable for their learning and performed well in the course. Our goal is to provide an example of how we designed a life science course using TBL approaches and transitioned the course to an online environment. With the current switch to remote instruction and online learning, we recommend the use of TBL as a course design approach that can improve the students' online learning experience.

| S-EPMC8057328 | biostudies-literature

An approach towards problem-based learning in virtual space.

Project description:Problem-based learning (PBL) is an established and efficient approach to sustainable teaching. Here, we describe translation of PBL into the virtual classroom thereby offering novel teaching aspects in the field of Nuclear Medicine. Our teaching approach is implemented on a "moodle" platform and consists of 2 modules: complementary seminar teaching materials and a virtual PBL-classroom, which can be attended via Skype.Over the course of 4 semesters 539 students have accessed our teaching platform. 21 students have participated in the PBL seminar (module 2). After resolving some minor technical difficulties our virtual seminars have evolved into a forum of intense studies, whereby the participating students have learned to become more independent along the workup of the teaching cases. This was reflected in the results of the intra-group presentations and discussions.Quantitative and qualitative evaluation of our moodle-based PBL platform indicates an increasing level of acceptance and enthusiasm by the students. This has initiated discussions about opening our PBL concept to a wider audience within the university and beyond the Nuclear Medicine specialty.

| S-EPMC3140372 | biostudies-literature

Complete Androgen Insensitivity Syndrome: A Problem-Based Learning Case.

Project description:IntroductionTo address the lack of medical education on lesbian, gay, bisexual, transgender, queer (LGBTQ), and difference in sex development-affected (DSD-affected) individuals, the University of Louisville initiated the eQuality project. The mission of eQuality is to promote mastery of the skills, knowledge, and attitudes required for excellent care for patients within the LGBTQ, gender-nonconforming, and DSD community. This problem-based learning (PBL) case was implemented to address both medical and psychosocial factors that affect individuals born with DSD and their families.MethodsStudents complete a 10-question multiple-choice pretest prior to distribution of the PBL case and a 10-question multiple-choice posttest after completion of the PBL. They also evaluate the efficacy of the case by answering three open-ended questions regarding comprehension, competence, and attitudes, as well as any barriers to acquisition and implementation of knowledge. Along with a specific lecture and patient panel, this piece helps to incorporate more information specifically on DSD into the curriculum.ResultsThe posttest average score was 20% higher than the pretest. The posttest (n = 144) had a range of 90% to 99% of students answering each question correctly, whereas the range for the pretest (n = 155) was from 29% to 94%.DiscussionBased on the objective assessment and student comments, learning increased through this PBL process. Despite this clear increase in knowledge, some students believed that either societal barriers or personal barriers would prevent them from implementing their newly gained knowledge in practice.

| S-EPMC6440427 | biostudies-literature

Assessing the effectiveness of problem-based learning of preventive medicine education in China.

Project description:Problem-based learning (PBL) is defined as a student-centered pedagogy which can provide learners more opportunities for application of knowledge acquired from basic science to the working situations than traditional lecture-based learning (LBL) method. In China, PBL is increasingly popular among preventive medicine educators, and multiple studies have investigated the effectiveness of PBL pedagogy in preventive medicine education. A pooled analysis based on 15 studies was performed to obtain an overall estimate of the effectiveness of PBL on learning outcomes of preventive medicine. Overall, PBL was associated with a significant increase in students' theoretical examination scores (SMD = 0.62, 95% CI = 0.41-0.83) than LBL. For the attitude- and skill-based outcomes, the pooled PBL effects were also significant among learning attitude (OR = 3.62, 95% CI = 2.40-5.16), problem solved skill (OR = 4.80, 95% CI = 2.01-11.46), self-directed learning skill (OR = 5.81, 95% CI = 3.11-10.85), and collaborative skill (OR = 4.21, 95% CI = 0.96-18.45). Sensitivity analysis showed that the exclusion of a single study did not influence the estimation. Our results suggest that PBL of preventive medicine education in China appears to be more effective than LBL in improving knowledge, attitude and skills.

| S-EPMC4038805 | biostudies-other

OmicsDI is part of the ELIXIR infrastructure

OmicsDI is an Elixir interoperability service. Learn more ›

Tweets

OmicsDI Databases

PRIDE
PeptideAtlas
MassIVE
JPOST Repository
Physiome Model Repository

EGA
EVA
ENA
LINCS
PAXDB
Cell Collective

MetaboLights
Metabolomics Workbench
MetabolomeExpress
GNPS
BioModels
FAIRDOMHub

ArrayExpress
dbGaP
ExpressionAtlas
GEO
NODE

Information

Databases
Help
API
Contact us
Code on GitHub
Terms of use
Submit Data